• 7th Grade Mathematics

    2017-2018

    Henry County Middle

     

    Teacher: Ms. B. Shackleford

    Email: brandice.shackleford@henry.k12.ga.us

     

    Room Number: 712

    Phone Number: (770) 957- 3945

    School Year:  2017-2018

    Tutorial Days: Mondays and Wednesdays  

     

    Tutorial Hours:4:10- 4:40

     

    Tutorial Location: Room # 712 or 707

    Department Philosophy: Clayton County Public Schools in alignment with National Council of Teachers of Mathematics (NCTM), and Common Core Georgia Performance Standards (CCGPS) believes teachers should:

    • Select mathematical tasks to engage students’ interest and intellect.
    • Provide opportunities to deepen students’ understanding of mathematics and applications.
    • Orchestrate classroom discourse in ways that promote the investigation and growth of mathematical ideas.
    • Help students use technology and other tools to pursue mathematical investigations.
    • Help students seek connections to previous and developing knowledge.
    • Guide individual, small-group, and whole-class instruction.

     

    Clayton County's curriculum is saturated with these goals and experiences so that they will become commonplace in the lives of our students. Students need to see that mathematics is more than a collection of concepts and skills to be mastered; it includes methods of investigating, reasoning, and communicating. It includes the ability to set up problems with the appropriate operations, the knowledge of a variety of techniques to approach and work on problems, the understanding of the underlying mathematical features of a problem, the ability to work with others on problems, the preparation for open problem situations, and the belief in the utility and value of mathematics.

     

    Believing that every student is capable of learning mathematics, opportunities are provided for all students to strive toward their maximum potential and to increase their confidence in themselves and in their own abilities. Teachers and parents work together in helping students to appreciate mathematics, to grow more proficient mathematically, and to realize that mathematical skills are stepping stones to success. Mathematics instruction must continue to grow to meet the changing demands of our society. Literacy in Mathematics requires understandings and habits of mind that enables citizens to make sense of our world, to think critically and independently, to recognize and weigh alternative explanations, and to deal reasonably with problems that involve numbers, patterns, and logical arguments.

     

    Our goal for students of Clayton County is that they find mathematics exciting; that they learn to apply mathematics in their everyday life instead of just learning theories and facts. We want our students to use the Habits of Mind of problem solving, communicating, reasoning, and connecting that are found in the new Georgia Learning Framework for Mathematics and Science. These Habits of Mind will help our students to be able to understand and apply mathematics for the rest of their lives.

     

    Course Description:

     

    In Grade 7, instructional time will focus on four critical areas:

     

    (1) Developing understanding of and applying proportional relationships; where students extend their understanding of ratios and develop understanding of proportionality to solve single‐ and multi‐step problems. They will use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students will also solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students will graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They will also distinguish proportional relationships from other relationships.

     

    (2) Developing understanding of operations with rational numbers and working with expressions and linear equations; where students will develop a unified understanding of numbers, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers. They will extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students will explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They will use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems.

     

    (3) Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; Students will continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three‐dimensional objects. In preparation for work on congruence and similarity in Grade 8, students will reason about relationships among two‐dimensional figures using scale drawings and informal geometric constructions, and gain familiarity with the relationships between angles formed by intersecting lines. Students will work with three‐dimensional figures, relating them to two‐dimensional figures by examining cross‐sections. They will also solve real‐world and mathematical problems involving area, surface area, and volume of two‐ and three‐dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms and,

     

    (4) Drawing inferences about populations based on samples; Students will build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They will then begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences.

     

    7th Grade Common Core Standards:

    https://www.georgiastandards.org/Georgia-Standards/Pages/Math-6-8.aspx

    Course Outline:

     

    Foundations – Rituals, Routines, & Data Review

    Unit 1 – Operations with Rational Numbers

    Unit 2 –  Expressions & Equations

    Unit 3 –  Ratios and Proportional Relationships

    Unit 4 –  Geometry  

    Unit 5 –  Inferences

    Unit 6 –  Probability

      Georgia Milestone REVIEW

    Unit 7 –  Show What You Know/Spring Intervention

     

    * The teacher reserves the right to alter or change any part of this course syllabus to better suit the need of the students.


     

    Course Evaluation Categories:

    Classwork 45%

    Tests 15%

    Quizzes 15%

    Projects/Task 15%

    Homework 10%

     

    Grading Scale:

    A – 90 – 100

    B – 80 – 89

    C – 71 – 79

    D – 70

    F – 69 & below



    Required Materials/Supplies: Math notebook, pencils, pens, markers, ruler, scissors, graph paper, loose leaf paper, and sticky notes.

     

    Websites, Programs and remediation tools: List any programs that are readily used in your class and the expectations of use, i.e. – Google Classroom, Remind 101, USA Test Prep, OAS, etc.

     

     

    What are your Classroom /Behavior Expectations? 

    Rules: 

    1. Respect teacher and classmates.
    2. Follow all school rules such as no eating, no cell phones, no electronic devices, etc.
    3. Listen for and adhere to all directions the first time they are given.
    4. Dispose of all trash in the proper receptacle

     

    Expectations:

    1. Come prepared for class every day.
    2. Complete all work in a timely manner.
    3. Use the time provided in class wisely. Students be given ample time in class to complete the majority of work.  If class time is not used wisely, students will be at a disadvantage.
    4. Ask questions if you do not understand something.

     

     

    WHAT IS YOUR POLICY FOR LATE ASSIGNMENTS?

    Late Assignments: Each student is expected to complete all assignments in the allotted time.  Late assignments are penalized, minus (10) points, each day the assignment is late.

     

    WHAT IS YOUR POLICY FOR MAKE-UP WORK?

    Make-up Policy: IT IS THE STUDENT’S RESPONSIBILITY TO OBTAIN AND COMPLETE MAKE-UP WORKIf you have an excused absence, you will be allowed the same number of days as your absence in order to make up work missed. 

     

    WHAT IS YOUR POLICY FOR MULTIPLE OPPORTUNITIES FOR SUCCESS?

    Re-do Policy:  If a student turns in an assignment that receives a failing mark, the student has the opportunity to redo the assignment.  The following exclusions apply:  class work assignments as decided at the discretion of the instructor.  The student must conference with the teacher within one week after receiving the assignment.  After conferencing with the instructor, the assignment will be given back to the student to redo and return within one week of the conference.  Once the redo assignment is completed and corrected, it will be averaged with the original grade.  It is the student’s responsibility to take advantage of the redo policy.   At the end of the marking period, students no longer have the option to redo assignments.